a comparative study of four life sciences projects in 2006 expo competition with special reference...
TRANSCRIPT
A COMPARATIVE STUDY OF FOUR LIFE SCIENCES PROJECTS IN 2006 EXPO
COMPETITION
with special reference to process skills and Learning Outcomes
By
MOLEFE, Leonard ‘Musetsi
PRESENTATION OUTLINE
Overview of the study Three–parts focus research question Definition of key concepts Research design Data analysis Pilot studies: preliminary evidence and
analysis Acknowledgements
OVERVIEW
The current research study: Presents Cape Town Science Expo
participants’ attainment of process skills (PSs) and Learning Outcomes (LOs) of NCS Life Sciences (2003) in their novel in–depth investigations in science: My focus: accuracy, quality, complexity and
levels of attainment of PSs and Life Sciences knowledge.
My special interests: English second language learners.
Theory: Students are expected to be able to use and develop skills within the context of an expanding framework of scientific knowledge (NCS Life Sciences 2003: 10). And many skill–type performances depend upon knowing and understanding the relevant content (So, 2003).
Analyses content and presentation of the investigative projects within the national curriculum context.
FOCUS RESEARCH QUESTION
In analyses of exhibits and presentations of 4 participants in the annual Cape Town Expo for young scientists, what consistent and stable evidence emerges for the attainment of PSs and LOs?
What insights can be gained from these analyses that might inform our current theoretical understanding of the nature of PSs and LOs in the context of high school science curriculum pedagogy?
Can each of the four case studies be perceived as an icon or exemplar of a particular theoretical model of school science learning in action, e.g.,
constructivism (Driver, 1988; Yager, 1991; Driver & Scott, 1996; and Fetherston, 1997);
socio–affective competences in the South African science curricula (Green & Naidoo, 2006);
project–based learning (Thomas, 2000 and Diffily, 2002);
project–based science (Marx et al., 1997); authentic assessment framework in the South
African curricula (Kotzé, 2002); etc?
Definition of key concepts
Science fair/exposition/competition Science process skills Learning outcome Scientific knowledge Investigation Scientific inquiry Critical thinking
RESEARCH DESIGN
Overall goal
To assess Expo students’ abilities to plan, conduct and present their
investigations and their scientific knowledge; and
to interpret, apply and/or construct that
knowledge in their investigations (RNCS 2002: 7) in Life Sciences.
Data collection
Quantitative Scores from my rating scales and checklists for the
participants reports
Qualitative Expo participants’ written investigative reports Video–recorded interviews material Participants’ coded questionnaire schedule, etc.,
to collect consistent and stable evidence for the acquisition of PS1–PS11.
The participants’ investigative reports: also evidence on acquisition of LO1–LO3.
Research method
Triangulation research methodology: Written investigative projects reports Case study individual interviews Limited surveys involving checklists and
rating scales Coded questionnaire schedule Recorded video material
Sampling strategy
All Life Sciences participants in 2006 ESKOM Expo competition held in August at University of Cape Town – select four as follows:
Rationale for the selection: The researcher specialisation Ethical and access reasons Methodological reasons Personal benefits for the Expo participants
DATA ANALYSIS
Future analyses: Of quantitative data: quality of
PSs and LOs in each case study. Of qualitative data: emerging
themes, issues and trends, categories and indicators
TWO PILOT STUDIES: preliminary evidence:
The study outcomes are: Expo students’ proficiency in
scientific PSs Their systematic and logical
inquiries and experimental work. Successful attainment of LOs
(particularly LO1 and LO2)
ACKNOWLEDGEMENTS Professor Kevin Rochford, his supervisor, for his
guidance, support, useful suggestions, constructive criticism and sacrificed unreserved availability.
The Spencer Doctoral Fellowship for the generous financial assistance.
The National Manpower Development Secretariat for granting him a scholarship.
Mrs Olga Peel, the Chairperson of the ESKOM Cape Town for young scientists, for granting me permission to use two medal–winning 2005 projects for the preliminary feasibility study.
The two 2005 gifted Expo students with whom I used their reports for the feasibility study.
The principals of the schools of the two students that participated in the feasibility study.